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Abstract

In 1983 the author first gave a third-year college course in the history of computation at the University of Calgary. His article describes the development and evolution of the course, which is intended to show how the process of calculating has been performed throughout history, as well as the people, events, and forces involved in the development of the electronic computer.

In 1983 the author first gave a third-year college course in the history of computation at the
University of Calgary. His article describes the development and evolution of the course, which
is intended to show how the process of calculating has been performed throughout history, as
well as the people, events, and forces involved in the development of the electronic computer.

The Department of Computer Science at the University of Calgary (Alberta, Canada) has
recently introduced a course in which the only topic considered is the historical development of
the process of computation. This note describes our experiences in the organization and
teaching of the course.

In the spring of 1982 I proposed that our department provide a course in which the students
would be given an appreciation of how the process of computation was performed over the
ages, as well as some knowledge of the people, events, and forces involved in the development
of the electronic digital computer and how it has evolved from its early beginnings.

The University of Calgary offers a general "Computers and Society" course that includes an
elementary section on historical "topics; thus the demand for a basic introduction was already
satisfied. The new course would treat topics in the development of calculating machines in
some depth; consequently, I wanted to limit the enrollment to students who were familiar with
the principles and practice of current machine architecture and programming. Enough time
would simply not be available to describe the functions of machine components such as
registers, memory, machine instruction sets, and peripheral devices -- as well as to consider
their invention and development. I therefore set the course at a third-year level...